Introduction : user studies for digital library development

Introductory chapter to the edited collection on user studies in digital library development. Contains a general introduction to the topic and biographical sketches of the contributors.peer-reviewe

Nip & Tuck: The Humanities and Social Sciences under the Knife

The British government has cut funding for teaching the humanities and social sciences by 100%. This monumentally foolish decision directed by Lord Browne – the former CEO of BP, who arguably has no connection, experience or qualifications to oversee educational provision – was implemented by the Coalition. Lord Browne’s Report argues that STEM subjects; science, technology, economics and mathematics are prioritised as strategically important subjects for higher education, securing a sustainable future for them. Browne here seems to be suggesting that encouraging students to think, engage with critique, analysis and evaluation (as the humanities and social sciences do) is harmful to the longevity of educational provision. This is not only senseless it is restrictive to development opportunities and employability enhancement for young people. To imply that art, culture, language, history, philosophical and theological debate, interfaith dialogue etc. are irrelevant to society is absurd. This ill-considered and very short sighted decision is extremely dangerous long term, and will have far reaching consequences. Indeed, we are already seeing the repercussions as consumerism and marketization take priority over education; Britain’s universities are fast becoming the most expensive in the world – those that have not had to close down – impacting upon the social and cultural experience of young people and also their social capital and mobility. We have all seen the ‘botched’ jobs of unqualified cosmetic surgeons and the long standing, often irrevocable consequences of the ‘nip n tuck’ that promised so much and gave so little. The consequence of these surgical attempts made by incompetent so-called practitioners cause severe anguish and distress at best and extreme complications, radical or permanent damage at worst. Basically, a negligent ‘incision’ not only causes long and far reaching damage, it is extremely difficult to rectify incurring unwarranted expenditure. Perhaps something Lord Browne should consider when he assumes the power of a would-be ‘cosmetic surgeon’, and rather than attempting a procedure he is ill equipped to deal with – cutting funding from crucial sections of education – he should leave the decisions to professional educationalists. This paper discusses the implications of funding cuts to the humanities and social sciences and argues that government utilitarian reasoning is radically short-sighted. The humanities and social sciences are crucial to understanding society – past, present and future – and the complexities of relationships; local, national and international. Indeed, the humanities and social sciences are the foundations of democracy and therefore essential to understanding economies

Achieving the state of research pertaining to GIS applications for cultural heritage by a systematic literature review

During the last decade, we have witnessed an increased interest in Geographic Information Systems (GIS), including the so-called “Historical GIS”, 3D GIS heritage and its subcategory of “SDI for cultural heritage”. Specific literature reviews, gathering and analysing the scientific production for Culture Heritage and GIS based research questions, are currently lacking. Therefore, the overall goal of this article is to provide an objective summary of the current state -of-the-art concerning how GIS has been used and what methods and analysis have been applied in the field of cultural heritage. In this sense, a Systematic Literature Review (SLR) of the literature on the application of GIS in cultural heritage is carried out. To do so, the WOS and Scopus databases were considered. The results show that the dominant application of GIS is in the realisation of inventory and cataloguing of archaeological and architectural heritage. As a result of the quantitative analysis, we also verify the principal sources in which most studies have been published, highlighting the "ISPRS Archives" with 14 publications, the "Lecture Notes in Computer Science" with 9, and "Proceedings of Digital Heritage" with 6 publications. These data show that the sources that most publis h mainly belong to the field of IT and Computer Science. In addition, the SLR shows that in the last three years there has been a greater tendency to use GIS to solve more specific problems of heritage through its use in conjunction with other tools such as BIM and photogrammetrySpain’s Ministry of Economy and Competitiveness HAR2016–78113-R HAR2016–76371-

DHBeNeLux : incubator for digital humanities in Belgium, the Netherlands and Luxembourg

Digital Humanities BeNeLux is a grass roots initiative to foster knowledge networking and dissemination in digital humanities in Belgium, the Netherlands, and Luxembourg. This special issue highlights a selection of the work that was presented at the DHBenelux 2015 Conference by way of anthology for the digital humanities currently being done in the Benelux area and beyond. The introduction describes why this grass roots initiative came about and how DHBenelux is currently supporting community building and knowledge exchange for digital humanities in the Benelux area and how this is integrating regional digital humanities in the larger international digital humanities environment

NLP and the Humanities: The Revival of an Old Liaison

This paper presents an overview of some\ud emerging trends in the application of NLP\ud in the domain of the so-called Digital Humanities\ud and discusses the role and nature\ud of metadata, the annotation layer that is so\ud characteristic of documents that play a role\ud in the scholarly practises of the humanities.\ud It is explained how metadata are the\ud key to the added value of techniques such\ud as text and link mining, and an outline is\ud given of what measures could be taken to\ud increase the chances for a bright future for\ud the old ties between NLP and the humanities.\ud There is no data like metadata

Humanities in transition : liberation of knowledge in Central Asia and the potential role of the European Union

Concluding this article, the importance of the rational discourse in modern classes and local forums in contemporary Central Asia should be mentioned again. The liberation of knowledge should be a permanent part of educational initiatives in this region, which is on its long journey from one party autocratic system to the democratic pluralistic one. During this transition some few things should be central. 1. All innovations on education, including the revising role of humanities should be based on the indigenous traditions and the long history of the region including Islamic, Jadid’s tradition, but also soviet experiences in the last century (historically inherited German system). Furthermore, the modern international experiences on humanities should be not only superficially implemented from outside, but thoroughly integrated. The development of independent and creative thinking of the learners (students) should be always central for reform initiatives. 2. The revised concept of knowledge and cognitive system has to be based on new epistemology with broader perspective, including all the types of knowledge. These different types of knowledge include not just so called “rationalistic” one, which in fact often serves the interests of ruling classes, but also the experiences of all slices of societies, as well as the cross-civilization approaches, which open the way of dialog and communication with others. 3. It should be suggested to remove the dominating dichotomy type of thinking, escape Manichean dualistic concepts in order develop new bodies and research areas of humanities, based on pluralism (but not on secularism only). Communication and collaboration with the educational and research institutions of developed countries like EU and US would be essential for achievement of the desired goals and implementation of projects. During a conference on higher education in developing countries with focus on Muslim regions organised by the Institute for the Study of Muslim Civilization AKU ISMC in February - March 2005 in London one participant pointed out the importance of mentioning the indigenous Islamic educational heritage like memorization in Central Asian education. Regarding this remark, the questions arises, whether the memorization is the only real indigenous Islamic heritage in education. In this case what is the role of memorization in Muslim philosophy, arts, sciences, other creative professions? Was memorization essential for such Muslim scholars and encyclopaedists from the10th to the15th centuries like Avicenna, Abu Raikhan Biruni, Nasiriddin Tusi and Mirzo Ulughbek, artists like Kamaliddin Behzod or esoteric teachers such as Sufis like Jalaliddin Rumi etc.? Memorizing was not the only learning method in Muslim culture. According to his autobiography, Avicenna read Aristotle´s ‘Metaphysics’ time, but not only for the sake of memorization, but mostly to find its adequate meaning. Every time time, when he understood the meaning of this book with help of Abu Nasr Farabi´s comments, he celebrated this event by sending charity to the people in mosque. The memorization would be essential, if one accepts Islam only as religion, but not as culture and civilization. Of course, memorization has an important role in education, but only at the beginning, in elementary and secondary schools, but not at the universities. It is a useful tool for teaching and performing of religious rituals, for poetry and other humanities, as well as for medicine (for example, the formulation of the treatments in poetic form as in Urjuza fi-t-tib,Ibn Sina). Memorization in Muslim culture was the way to refer to the other sources, as scholars used to cite by memory, not by direct copying of the sources. It is well-known fact, that humanities have played an important role in Muslim civilisations (Goodman, 2003) and they had a strong impact on other cultures, especially, western European. Many scholars agree with the statement, that Muslim humanistic traditions was transformed by Europeans and served as one of the sources of humanism and renaissance. Recent scientific works on humanities have redefined the disciplinary organization of teaching and research and have introduced wider variety and new areas, such as gender or minoritie issues, studies of cultural diversities etc. However, many American scholars nowadays are worrying about the decline of humanistic research (Kernan, 1997) and about the shift of curriculum from university to “multiversity” and to “demoversity”. It is necessary to analyse, rethink and spread the positive experiences of Jadids and AKHP, as well as to motivate and encourage humanities teachers for innovations. Central Asian scientists in humanities have wide field for new research area. There are so many unknown (unthought) slices of culture (formal, informal), which never have become the object of research because of the political correctness, ideology, religious, ethnics or gender superstitions. Central Asian universities need to develop new research programs in humanities, similar to the well-known works by Martha C. Nussbaum (2000, 2004), Peter N. Stearns (1993) and others in USA. However, these kinds of works depend on investments, which cannot be provided by the current central state budget due to corruption, turbulent financial crisis and economic stagnation. Regarding this issue, one should think about new projects for collaboration and integration with EU. The courses in humanities with new approaches in arts, literature, sociology, philosophy, religions, political sciences, research in gender, cultural, religious and minorities issues, as well as analysis of such human behaviour like disgust, shame or hatred are important for liberation of thinking process in order to develop new generation of leaders in the region. Only the modern values, based on indigenous roots can help to build new and good society. However, this should not be implemented artificially. Currently several educational programs organised by EU for Central Asian countries, like Tempus, Erasmus Mundus etc. are working in the region. Last years the majority of Central Asian countries joined Bologna-process of education. The dialog between higher education institutions is important and the communicative ethics (the notion of J. Habermas) play a central role in this exchange. More effective support in form of scholarships, research programs, training projects for teachers and the students will have a very positive influence on Central Asia with regard to the broader mutual understanding and democracy promotion

Bridging the cultural divide: the emergence of Global Language Programs at Boston University

As the fourth largest private research institution in the United States Boston University (BU) serves more than 18,000 students, and approximately seven percent study a second language. Since 2007, when the President unveiled his Strategic Plan, the overall scope and diversity of foreign language instruction across campus and through BU’s Office of International Programs has increased dramatically. He is clearly fulfilling his mandate to strengthen the quality of the faculty, strive for excellence in undergraduate education, emphasize interdisciplinary studies, and deepen connections to the city of Boston and the world.1 The unveiling of his plan coincided with the arrival of a new Dean in the College of Arts and Sciences (CAS) who recognized that BU’s assets in languages could be developed into a signature strength of the College, and made a special commitment to nurturing the less commonly taught languages that cannot rely on prior student preparation.Accepted manuscrip